dc.creator |
Espitia Cruz Martha Isabel |
|
dc.creator |
Kwinta Anna |
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dc.date |
2013-04-01T00:00:00Z |
|
dc.date.accessioned |
2015-08-12T11:18:27Z |
|
dc.date.available |
2015-08-12T11:18:27Z |
|
dc.identifier |
1657-0790 |
|
dc.identifier |
https://doaj.org/article/9c21a6ec753545d19c8508de6f577c2f |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/26923 |
|
dc.description |
<div>Recent technological development has created new pedagogical practices in the EFL classroom to <span style="font-size: 10px;">maximize the time for students to use the language by considering online tools. Whilst working in a </span><span style="font-size: 10px;">pedagogical context with new technologies, some educators were concerned with how online interaction </span><span style="font-size: 10px;">in EFL content-based classes could be effectively promoted with university students. It was difficult </span><span style="font-size: 10px;">to design and carry out online activities that students would find interesting enough to participate</span></div><div>in and interact with their peers and teachers. Thus, this pedagogical innovation shows how two EFL <span style="font-size: 10px;">teachers implemented a peer feedback strategy to foster online interaction. The outcomes point to new </span><span style="font-size: 10px;">strategies as well as pedagogical possibilities to motivate students’ interaction when working in online </span><span style="font-size: 10px;">environments.</span></div><div><br /></div><div><div>El creciente desarrollo tecnológico ha creado nuevas prácticas pedagógicas en el aula de clase de inglés <span style="font-size: 10px;">como lengua extranjera para maximizar el tiempo en ambientes virtuales. Por trabajar en un contexto </span><span style="font-size: 10px;">pedagógico donde se están implementando nuevas tecnologías, algunos profesores se preocuparon </span><span style="font-size: 10px;">por promover la interacción y participación en línea de estudiantes universitarios en la clase inglés. </span><span style="font-size: 10px;">Dado que fue difícil diseñar y llevar a cabo actividades en línea para que los estudiantes participaran </span><span style="font-size: 10px;">e interactuaran con sus compañeros y maestros, el artículo expone en qué consistió la innovación </span><span style="font-size: 10px;">pedagógica que dos profesoras de inglés implementaron como estrategia de realimentación para</span></div><div>fomentar la interacción en línea. Los resultados reflejan la necesidad de crear nuevas estrategias y <span style="font-size: 10px;">posibilidades pedagógicas para motivar la interacción de los estudiantes cuando trabajan en entornos </span><span style="font-size: 10px;">virtuales.</span></div></div> |
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dc.language |
English |
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dc.publisher |
Universidad Nacional de Colombia, Facultad de Ciencias Humanas |
|
dc.relation |
http://www.revistas.unal.edu.co/index.php/profile/article/view/37880 |
|
dc.relation |
https://doaj.org/toc/1657-0790 |
|
dc.rights |
CC BY |
|
dc.source |
Profile Issues in Teachers' Professional Development, Vol 15, Iss 1, Pp 207-221 (2013) |
|
dc.subject |
Collaborative learning, collaborative online learning, online interaction |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
“Buddy System”: A Pedagogical Innovation to Promote Online Interaction |
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dc.type |
article |
|